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Massachusetts Department of Education Investigation
of Allegations of Discrimination Filed by the Springfield Branch
of the National Association for the Advancement of Colored People
Against the Northampton Public Schools
January 8, 1988
SEP
8 1388
Visiting Team Members
DeLois Swan, Assistant Director
Jane Sherman, Civil Rights Specialist, Chairperson
Mary Claffey, Bilingual Specialist
Franklin Sherburne, Special Education Specialist
Kathleen Winkler, Occupational Education Specialist
Several incidents occurred in the Northampton Public Schools during the Spring
of 1987 which led to the filing of formal complaints of widespread racism with
the National Association for the Advancement of Colored People (NAACP). From
the NAACP investigation that followed a number of scenarios emerged which led
the investigators to conclude that "a hostile racial climiate exists in the
Northampton School system which adversely affects the ability of black, Hispanic
and Asian students to fully succeed within the educational system there."
The NAACP then filed the complaints with Massachusetts Commission Against
Discrimination (MCAD) and subsequently with the Massachusetts Department of
Education (MDE) for resolution, the two agencies having jurisdiction.
The Massachusetts Department of Education initiated an investigation in mid-
June with a review of data and interviews with administrators and guidance
personnel. After summer vacation the investigation recommenced with further
interviews of teachers and students and review of data. Five staff members
from the Springfield Regional Office of the Department of Education conducted
interviews with 22 teachers, guidance counsellors and supervisors, 21 students,
2 principals, 2 central office administrators and reviews of over 100 records
during a six month period. These are the findings.
1. Complaint (From NAACP)
Until recently, and for an extensive period of time, black and Hispanic
students at Northampton High School have suffered racial affronts in the
form of the words "Nigger" and "Spic" defacing bathroom walls and stalls
and other areas of school property.
Finding 1
At the High School, students interviewed acknowledged that occassion-
ally racial/ethnic graffiti has been found in boys' and girls' bath-
rooms and on lockers. MDE investigators observed a racial/ethnic
slur on an Asian student's locker. All but one teacher interviewed
stated they had not observed racial/ethnic graffiti but indicated
they never go into students' bathrooms.
2. Complaint
Although the majority of vdiite students are fair and cordial in their
relationships with black and Hispanic students, a large nurber numerically
remain hostile, reflecting the values of their parents and historical
racism of the greater society.
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Finding 2
Interviews indicated that some teachers now are aware that minority
students have experienced racial slurs and innuendos made by white
students. The minority students apparently have tolerated these
in order to "fit in" or to "get along" with the white students.
Staff and students also were concerned about the minimal amount
of social interaction among students of varied social/ethnic back-
grounds, with Asian students being the most isolated.
In the Spring of 1986 several faculty members held what were called
"Counseling sessions" at the High School for minority students,
in order to "give the minority kids a chance to air concerns".
The concerns most articulated were "some teachers dump on us for
our color, and some for our 'stupidity'"; "people look down on
us"; "people hear us but don't really understand". Students said
they'd like to be on the Student Council but don't think they'd
be elected; they said they get cut from sports or are not allowed
to play if they do make the team. According to interviewees, recom-
mendations were developed by this group and submitted to the adminis-
tration. However, there is no evidence that any of these recommenda-
tions were implemented.
3. Complaint
Certain teachers and school officials express hostility to black and Hispanic
students, treating them in such a way as to make them feel different and
inferior.
Finding 3
Several teachers said they had no knowledge of hostility to black
and Hispanic students or any maltreatment of them. However, other
teachers acknowledge hearing occasional racial and ethnic slurs
in the teachers' room. Most teachers interviewed did not believe
there was any overt racism in the schools, but did admit to "subtle
forms of racism" such as minority students being ignored, and in-
sufficient outreach to include minority students in areas such as
extra-curricular activities and Student Council where they are
significantly underrepresented . Some staff expressed the belief
that students who participate in athletic programs controlled by
community groups for elementary and junior high age groups were
given preference for participation in high school athletics.
4. Complaint
At a recent sports event between Northampton High School and a regional
high school, a black player was taunted with the terms "Nigger" and
"Buckwheat" by a spectator or spectators, which incident was brought to
the attention of officials of the Norliiampton School Department without
a favorable resolution.
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Seme time ago, when a parent of a student in a public school in Northampton
(not Northampton High school) complained to school officials that there
were recurring acts of violence and bullying on the school bus, the parent
was told that these acts must have been caused by "the black and Puerto
Rican kids". However, when the parent explained that it was the white
kids who were conmitting these acts, she was ignored. Only when other parents
made similar complaints did these officials then begin to listen to the
substance of the complaints and then, expressed disbelief that "students
from good families" would do such a thing. One of these "things" was
setting a young girl's hair on fire.
Findings 4 & 5
While the Department of Education investigation was unable to substantiate
these specific events, the interviews with staff and students at
Northampton High School revealed the lack of well-defined procedures
for resolving such complaints. An indication of this was the fact
that most faculty members learned of the discrimination complaints
and subsequent involvement of outside agencies via the newspaper
and/or rumor. Most faculty members interviewed believed that a
stronger communication system between administration and faculty
would have enabled the school staff to better address the issues.
6. Complaint
The school curriculum in history, geography, literature and English is
practically devoid of any positive images of black and Hispanic persons,
focusing almost exclusively on white people and white culture, despite
the sizeable contributions of people of color throughout American history,
literature and culture. This lack of cultural diversity reinforces racial
stereotypes and exacerbates historical racism prevalent within the greater
society of the greater community.
Finding 6
Some teachers interviewed at the High School and at Kennedy Junior
High indicated that no procedures are utilized to determine bias
in instructional materials. The Chapter 622 self -assessment and
annual update has apparently been unevenly implemented in schools
throughout the district, and insufficiently implemented in areas
such as:
a. review of curriculum and instructional materials for bias and
stereotyping ,
b. access to courses of study,
c. extra-curricular activities,
d. active efforts.
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7. Complaint
The teaching staff at Northarrpton High School is practically all-
white.
Finding 7
This allegation is under a separate investigation by the MCAD.
8. Complaint
Black and Hispanic students who have dropped out of the Northampton school
system report the prevalence of the terms "Nigger'* and "Spic" on the walls
of the school, the cultural vacuums in which they must learn, the racial
hostility from some students, the almost all-white teaching staff, the
lack of positive role models within the curriculum and the adverse racial
climate as the contributing factors to their dropping out of school.
Some of these students came from other schools where their grades were
commendable, but soon dropped due to the racial climate at Northampton
High School.
Finding 8
The conclusion reached in this complaint cannot be substantiated
through this investigation. However, some of the specific issues
outlined have been addressed in previous Findings.
9. Complaint
Many of the black and Hispanic students at Northampton High School must
deal with racism in the schcolplace within the context of dealing with
racism at other levels of living; housing discrimination at Florence Heights
Project where some students live; racial assaults and threats from passing
occupants of cars along the roadways and in town in downtown Northampton,
sometimes from people of school-age; and the alienation of blacks and
Hispanics feel (sic) in a community which reflects the racism of the broader
society.
Finding 9
This allegation exceeds the jurisdiction of an investigation by
this agency.
10. Complaint
English As A Second Language textbooks, which are necessary in order to
teach, were not made available in sufficient quantity.
Finding 10
The review of learning materials for Transitional Bilingual Education (TBE)
and English as a Second Language (ESL) classes including textbooks, and
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Finding 10 (Cont'd)
interviews with teachers reveal that materials are in good supply
at the elementary level. Teachers report they are granted all reasonable
requests for supplies. No TBE or ESL materials were located at
John F. Kennedy Junior High School. Teachers brought materials
from the high school for TBE and ESL classes. At the high school,
materials were inadequate. Only a few copies of each of several
series were available. TBE and ESL learning materials were not
available in sufficient quantities at the secondary level.
11. Complaint
There is inadequate testing of Limited English Proficient students.
Finding 11
In general, language assessments are inconsistently performed and
documented. Northampton is in non-compliance with both their approved
LAU Plan and Chapter 71A.
COMMENDATIONS
1. Northampton High School staff is commended for initiating an interdiscipli-
nary revision of the Transitional Bilingual Education curriculum .
2. The teachers and Principal at John F. Kennedy Junior High School are commended
for their efforts on behalf of minority students which have resulted in
some of these students experiencing success in higher level academic tracks.
3. The Northampton Public Schools are commended for the development of a
voluntary De-isolation and Educational Improvement Plan designed to ensure
the integration of minority students.
4. The Northampton Public Schools are commended for the development and imple-
mentation of a training program for students and staff, designed to raise
awareness of cultural diversity and similarities, and issues of racial
and ethnic bias and stereotyping.
5. The Administration of the Northampton Public Schools is commended for
revising its personnel procedures to include affirmative recruitment measures.
RECXM4ENDATIONS
1. Develop and implement a procedure for resolving complaints, issues and
concerns of students and faculty, in accordance with Chapter 622 and Title
IX regulations, utilizing all segments of the secondary school community.
In addition, develop a crisis intervention procedure to deal with pejorative
graffiti and discriminatory incidents.
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2. Conduct a thorough and systematic Chapter 622 self -assessment involving
all program areas, all schools and appropriate staff members and students.
3. Expand the frequency and methods of communication between the administration
and faculty of the Northampton High School.
4. Develop and implement strategies for increasing the involvement of minority
students in athletics and all other extra-curricular activities. In addition,
review and revise, where appropriate, the role which participation in
athletic programs controlled by community groups might play in the selection
process for competitive sports in the Northampton Public Schools.
5. Develop and implement strategies designed to decrease the isolation within
the school building of Asian and other minority students and to encourage
interaction among students from all racial/ethnic/socio-economic groups.
For example, form a welcoming club for new arrivals to junior high and
high school.
6. Reinstitute the "counseling group" for minority students, and expand to
include non-minority students. Develop and implement reasonable recommenda-
tions eminating from this group.
7. Since minority students are underrepresented in high level tracks and
in certain elective courses, tracking and other grouping procedures should
be re-examined in accordance with 8.01 of the Chapter 622 regulations.
8. Since the initial investigation, sufficient materials have been obtained
for all levels of the TBE and ESL programs. However, the language assessments
are still incomplete at both the junior high and the high school. Therefore,
complete all of the language assessments at both schools.
9. Continue the revision of the TBE program for Southeast Asian students
so that academic subjects are taught in either the first language or from
an ESL perspective, in an organized manner.
10. Continue the implementation of ongoing training of minority and non-minority
students, staff members and administrators throughout the Northampton
School System in issues of equity which include:
a. strategies designed to achieve goals discussed in these recommendations,
b. techniques for increasing student interaction,
c. awareness and strategies for validating cultural diversity,
d. techniques for observing bias and stereotyping in instructional materials
and classroom management, and
e. the process of second language acquisition.
As one interviewee said, "What we've done is try to put out fires, what we
need is an organic change" .
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It is important to note here that staff and students who were interviewed and
also had participated in the training sessions developed in conjunction with
Equity House of Hartford, Connecticut, were very positive about the training.
Interviewees said the training was most valuable and had significantly heightened
awareness of racial and cultural concerns, and issues effecting minority students.
They felt strongly that additional training should be provided and other staff
members and students should be involved. A group of minority students interviewed
at random said that the atmosphere at the high school was better for them this
year than it had ever been in the past.
Please submit a plan detailing those actions which the Northampton Public Schools
will put into place in order to implement the recommendations contained within
this report. The Action Plan is due in the Greater Springfield Regional Education
Center within sixty calendar days of the receipt of this report or no later
than March 7 , 1988.
The visiting team members wish to thank the Northampton Public School faculty,
administrators and students for their cooperation during this investigation.
We also wish to extend the offer of ongoing technical assistance in the implementation
of the recommendations and any other related efforts.